| Symmetry |
Grade:
Fourth |
Content Area:
Technology |
Time Frame:
1 lesson (45 minutes) |
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Unit/Lesson Overview:
Students will use pictures to show and explain symmetry.Students will use pattern blocks to show symmetry, and practice reflections, rotations and translations.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
4.9(A)
4.9(C)
4.15(A) |
| Social Studies: |
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| Science: |
4.6(C)
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| Technology: |
N3
N4
P1 |
| Technology: |
PB1
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| Additional TEKS: |
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I Can....
...show lines of symmetry on given pictures....find pictures of my own and show lines of symmetry. ...choose pictures that do not have symmetry and explain why they don't have lines of symmetry. |
Assessment(s):
Did my students complete the assignment correctly?Did my students choose appropriate pictures to show symmetry? Could my students use mathematical language to describe their reasoning?: |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
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| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
*
File: kid_pix3directions.doc
File: symmetry_science.doc
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Internet Links:
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Accommodations:
To be determined by the teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Show students pictures that have symmetry from a magazine or book. Discuss the reason we can tell it has symmetry and show them how they can use a mirror held to the center of the picture to tell them it has symmetry or not. |
Lesson:
Using Kid Pix 3, students either open a template that has been made or make one of their own. See Kid Pix Directions Microsoft Word sample (file 1).Students use stamps and the pencil tool to show which pictures have symmetry and which pictures do not. They will circle those that have symmetry, and draw the line of symmetry to show where the line or lines are. Students will add a text box and explain in mathematical words what their thinking is when they decide if something is symmetrical or not. Students will open the Symmetry Science template (file 2) and practice their symmetry with the animal pictures. Students will write in the boxes under the pictures about what their thinking was in determining symmetry.
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Reteach:
To be determined by the teacher based on student needs
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Extension:
Students may use the internet link on rotation, reflection, and translation practice and work with pattern blocks to practice these skills. Teacher may use this internet link for introducing the terms, or for whole class instruction.
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Guiding Questions:
How do you know that the picture is symmetrical?Where are the lines of symmetry? Did you find more than one line of symmetry? How many lines of symmetry does the design have, and how do you know? If you did not find a line of symmetry, how would you change the picture so that it would have at least one line of symmetry?
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Summary Questions:
Is the student accurate?Can the student use reflection to verify that a shape has symmetry? Can the student identify lines of symmetry? Can the student identify all of the lines of symmetry in a shape? Can the student self-correct?
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Reflection:
Does the student use mathematical vocabulary to describe symmetry?Does the student use the word "reflection" to define symmetry?
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